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Should you find yourself writing an essay titled "The difficulty is the point," you *really* ought to take the time to tease out a little nuance. Sometimes valuable things are difficult; sometimes trivial things feel difficult *because* they're trivial. https://www.theguardian.com/books/2017/dec/24/the-difficulty-is-the-point-teaching-spoon-fed-students-how-to-really-read …
I have a very hard time believing that the way to produce great readers is to provide them material they find uninteresting and irrelevant to their lives, and then accuse them of insufficient sophistication or willpower when they tell you that.
As will all things, the payoff should be *at least arguably* commensurate with the struggle to get it. Brow-beating students into a slog that produces no clear value to them aside from your grade is a great way to ruin them as learners.
I sometimes find it helpful to break the concept of difficulty into two pieces: chosen difficulty is almost always valuable; imposed difficulty is often (& often ironically) laziness on the part of the imposer.
I've heard this dichotomy expressed as accidental vs essential complexity: https://en.m.wikipedia.org/wiki/No_Silver_Bullet …
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